September 26, 2012

A Different Angle on Standardized Tests

Sep. 26, 2012 at 10:17 AM | By Emily Kissane | Comment Count

Standardized tests: Those two words conjure up an experience dreaded by most students and stir up memories many adults would like to forget. They also are the center of on-going policy debates about accountability, assessment methods, and curriculum. Especially with the recent buzz over a report examining SAT data; only 43% of 2012 college-bound seniors are defined as college-ready.

While standardized tests have long been used to measure students’ learning and to give teachers important information about their students’ progress and needs, the passage of No Child Left Behind Act of 2001 (NCLB) famously raised the stakes.

The intent of the NCLB legislation was to strengthen teachers’ and schools’ accountability for improving achievement for every student. Likewise, the Obama administration’s Race to the Top grants seek to include student assessments as part of teachers’ evaluations with the same goal in mind.

As these tests become increasingly high-stakes—for students, teachers, administrators, and school communities—the debate around them is intensifying. And with the release of assessments for the Common Core State Standards on the horizon (to be implemented during the 2014-2015 school year), it’s safer than ever to say that testing in some form will stay with us.

Putting aside the important debate for a moment, the question becomes, how can we accentuate the aspects of standardized testing that directly benefit students?

Standardized tests, particularly college admissions exams like the ACT and SAT, give students the opportunity to develop the skills necessary to study and learn large amounts of material over a longer timeframe than the usual school test. To be successful, they must identify areas where they need to improve and develop a plan for addressing those needs.

Organizations that focus on college access recognize the advantage students have when they are well prepared for the tests. For example, College Possible, which works with low-income students to earn admission to and complete college, guides students through a two-year curriculum. Over their junior and senior years, students spend 320 hours in after-school sessions, a significant number of which are spent on ACT and SAT preparation.

The focus has paid off, with ninety-eight percent of the students assisted by College Possible having been admitted to college. Almost eighty percent of their students either have graduated from college or are currently enrolled and working toward a degree. (See http://www.collegepossible.org/results)

The bottom-line: While educators and policymakers debate the merits and uses for standardized tests, students who prepare well for them will progress towards being college and career ready, paving the way for a successful future.